School Aide Quotes

Whoever had decided that school should start so early in the morning and last all day long needed to be hunted down and forced to watch hours of educational televison without the aid of caffine.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Decisions to cut aid for the terminally ill, for the elderly, for dependent children, for food stamps, even school lunches, are being made by men with full stomachs who live in comfortable houses with two cars and umpteen tax shelters. None of them go hungry to bed at night.

We are in a great school, and we should be diligent to learn, and continue to store up the knowledge of heaven and of earth, and read good books, although I cannot say that I would recommend the reading of all books, for it is not all books which are good. Read good books, and extract from them wisdom and understanding as much as you possibly can, aided by the Spirit of God. (JD 12:124)

What the hell does it all mean anyhow? Nothing. Zero. Zilch. Nothing comes to anything. And yet, there's no shortage of idiots to babble. Not me. I have a vision. I'm discussing you. Your friends. Your coworkers. Your newspapers. The TV. Everybody's happy to talk. Full of misinformation. Morality, science, religion, politics, sports, love, your portfolio, your children, health. Christ, if I have to eat nine servings of fruits and vegetables a day to live, I don't wanna live. I hate goddamn fruits and vegetables. And your omega 3's, and the treadmill, and the cardiogram, and the mammogram, and the pelvic sonogram, and oh my god the-the-the colonoscopy, and with it all the day still comes where they put you in a box, and its on to the next generation of idiots, who'll also tell you all about life and define for you what's appropriate. My father committed suicide because the morning newspapers depressed him. And could you blame him? With the horror, and corruption, and ignorance, and poverty, and genocide, and AIDS, and global warming, and terrorism, and-and the family value morons, and the gun morons. "The horror," Kurtz said at the end of Heart of Darkness, "the horror." Lucky Kurtz didn't have the Times delivered in the jungle. Ugh... then he'd see some horror. But what do you do? You read about some massacre in Darfur or some school bus gets blown up, and you go "Oh my God, the horror," and then you turn the page and finish your eggs from the free range chickens. Because what can you do. It's overwhelming!

We children of public school age can do much to aid in the promotion of peace. We must try to train ourselves and those about us to live together with one another as good neighbors for this idea is embodied in the great new Charter of the United Nations. It is the only way to secure the world against future wars and maintain an everlasting peace.

Entrepreneurial capitalism takes more people out of poverty than aid.

But then there are those people who overidentify with their emotions. Everything is justified for no other reason than they felt it. “Oh, I broke your windshield, but I was really mad; I couldn’t help it.” Or “I dropped out of school and moved to Alaska just because it felt right.” Decision-making based on emotional intuition, without the aid of reason to keep it in line, pretty much always sucks. You know who bases their entire lives on their emotions? Three-year-old kids. And dogs. You know what else three-year-olds and dogs do? Shit on the carpet.

In California there are more than 4,800 barriers to re-entry, from jobs, housing and food bans, to school financial aid bans and the list goes on. You can have a two-year sentence but it doesn’t mean you’re not doing life.

All the other children at my school are stupid. Except I'm not meant to call them stupid, even though this is what they are. I'm meant to say that they have learning difficulties or that they have special needs. But this is stupid because everyone has learning difficulties because learning to speak French or understanding relativity is difficult and also everyone has special needs, like Father, who has to carry a little packet of artificial sweetening tablets around with him to put in his coffee to stop him from getting fat, or Mrs. Peters, who wears a beige-colored hearing aid, or Siobhan, who has glasses so thick that they give you a headache if you borrow them, and none of these people are Special Needs, even if they have special needs. But Siobhan said we have to use those words because people used to call children like the children at school spaz and crip and mong, which were nasty words. But that is stupid too because sometimes the children from the school down the road see us in the street when we're getting off the bus and they shout, "Special Needs! Special Needs!" But I don't take any notice because I don't listen to what other people say and only sticks and stones can break my bones and I have a Swiss Army knife if they hit me and if I kill them it will be self-defense and I won't go to prison.

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

In addition to his instinct for discerning patterns across disciplines, Leonardo honed two other traits that aided his scientific pursuits: an omnivorous curiosity, which bordered on the fanatical, and an acute power of observation, which was eerily intense. Like much with Leonardo, these were interconnected. Any person who puts “Describe the tongue of the woodpecker” on his to-do list is overendowed with the combination of curiosity and acuity. His curiosity, like that of Einstein, often was about phenomena that most people over the age of ten no longer puzzle about: Why is the sky blue? How are clouds formed? Why can our eyes see only in a straight line? What is yawning? Einstein said he marveled about questions others found mundane because he was slow in learning to talk as a child. For Leonardo, this talent may have been connected to growing up with a love of nature while not being overly schooled in received wisdom.

Why didn't they warn us at school? I'm sure if some teacher had said, "Oh and by the way, it feels like someone sandpapering your cervix," they needn't have bothered with all the AIDS warnings and morality stuff.

[Hot flashes] are the prime cause of sleep disruption in women over age fifty, Suzanne Woodward of Wayne State University School of Medicine reports. Her studies show that hot flashes in sleep occur about once an hour. Most prompt an arousal of three minutes or longer. Independently of their hot flashes, women who have them still awaken briefly every eight minutes on average. The sleep process dramatically blunts memory for awakenings, Woodward said, and in the morning women seldom realize how poorly they slept. Instead, they often focus on the daytime consequences of poor sleep, which include fatigue, lethargy, mood swings, depression, and irritability. Many women and their doctors, Woodward said, dismiss such symptoms as "just menopause." This is a mistake, she suggested, because treatment can reduce or eliminate hot flashes, aid sleep, relieve other symptoms, and improve a woman's quality of life. Treatment also helps keep frequent awakenings from becoming a bad habit that continues after hot flashes subside.

I belong to a culture that includes Proust, Henry James, Tchaikovsky, Cole Porter, Plato, Socrates, Aristotle, Alexander the Great, Michelangelo, Leonardo da Vinci, Christopher Marlowe, Walt Whitman, Herman Melville, Tennessee Williams, Byron, E.M. Forster, Lorca, Auden, Francis Bacon, James Baldwin, Harry Stack Sullivan, John Maynard Keynes, Dag Hammarskjold… These are not invisible men. Poor Bruce. Poor frightened Bruce. Once upon a time you wanted to be a soldier. Bruce, did you know that an openly gay Englishman was as responsible as any man for winning the Second World War? His name was Alan Turing and he cracked the Germans' Enigma code so the Allies knew in advance what the Nazis were going to do — and when the war was over he committed suicide he was so hounded for being gay. Why don't they teach any of this in the schools? If they did, maybe he wouldn't have killed himself and maybe you wouldn't be so terrified of who you are. The only way we'll have real pride is when we demand recognition of a culture that isn't just sexual. It's all there—all through history we've been there; but we have to claim it, and identify who was in it, and articulate what's in our minds and hearts and all our creative contributions to this earth. And until we do that, and until we organize ourselves block by neighborhood by city by state into a united visible community that fights back, we're doomed. That's how I want to be defined: as one of the men who fought the war.

...My father muttered something to me, and I responded with a mumbled "What". He shouted, "You heard me," thundered up from his chair, pulled his belt out of its loops, and inflicted a beating that seemed never to end. I curled my arms around my body as he stood over me like a titan and delivered the blows. This was the only incident of its kind in our family. My father was never physically abusive toward my mother or sister and he was never again physically extreme with me. However, this beating and his worsening tendency to rages directed at my mother - which I heard in fright through the thin walls of our home - made me resolve, with icy determination, that only the most formal relationship would exist between my father and me, and for perhaps thirty years, neither he nor I did anything to repair the rift. The rest of my childhood, we hardly spoke; there was little he said to me that was not critical, and there was little I said back that was not terse or mumbled. When I graduated from high school, he offered to buy me a tuxedo. I refused because I had learned from him to reject all aid and assistance; he detested extravagance and pleaded with us not to give him gifts. I felt, through a convoluted logic, that in my refusal, I was being a good son. I wish now that I had let him buy me a tuxedo, that I had let him be a dad. Having cut myself off from him, and by association the rest of the family, I was incurring psychological debts that would come due years later in the guise of romantic misconnections and a wrongheaded quest for solitude. I have heard it said that a complicated childhood can lead to a life in the arts. I tell you this story of my father and me to let you know I am qualified to be a comedian.

So what's your major? Have you figured it out yet?" Yeah, biology. I'm hoping to go to med school. How about you?" Elementary education." She could have told me she was majoring in shit-eating with a minor in injecting guys with AIDS blood while they slept, and I would have thought it was the greatest, most noble thing in the world.

When you're a demigod, you worry a lot about staying alive. You hardly ever think about old age. I'd been so focused on just making it out of high school, becoming an adult... but maybe that wasn't the ultimate goal. Getting old might be scary and difficult. It involved things I didn't wanna think about, like arthritis and varicose veins and hearing aids. But if you grew older with the people you loved, wasn't that better than any other alternative?

I'd drunk the social mobility Kool-Aid from college prep programs run by white people when I was in high school and didn't know how to reconcile all that with what I was seeing in Flint.

It is worth pointing out that there has been some notable success with a concept known as ‘conditional cash transfers’; these are cash payments (in a sense, bonuses) made to give the poor an incentive to perform tasks that could help them escape poverty (for example, good school attendance, working a certain number of hours, improving test scores, seeing a doctor). The idea of conditional cash transfers has met with much success in developing countries such as Brazil, Mexico, Nicaragua and Peru (a similar programme is now being tested in the boroughs of New York City).

To Arendt’s point about post-revolution stability deriving from pre-revolutionary experience in self government, it’s worth remembering that two of Henry’s less chatty fellow burgesses became the first and third presidents of the United States. Andrew O’Shaughnessy, referring to the masterminds of the 2013 government shutdown and no doubt alluding to the freshman senator who was its ringleader, told me, “Experience is terribly important. You’ll notice that the congressmen who want to hold up the government are all junior people and new to the game. And of course they will say, ‘Oh, it’s Washington cynicism, where they all compromise and work out backroom deals.’ But that’s actually how democracy works.” Which is exactly how government operations resumed on October 17, 2013: a bipartisan group of old-school senators with the combined age of Stonehenge started hashing out a bargain drafted by third-term moderate Republican Susan Collins of Maine, who, prior to her election sixteen years earlier, had spent twelve years working behind the scenes as a legislative aide to her predecessor.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.

In his parochial school, the nuns had advised him and his classmates that they should sleep each night on their backs with their arms crossed on their chests, hands on opposite shoulders- a presumably holy posture that, not incidentally, made masturbation impossible.

Grandma smiled brightly. “How lovely! It seems your whore has arrived.” Jake groaned and covered his face with his hands. There was no way out of it. His grandmother was going to get him shot. A&E women scorned, here I come. “Excuse me?” Aileen put her hands on her hips and did a weird head nod at Grandma, and nearly teetered off her high heels. Oh, this wasn’t good. Not good at all. Grandma reached out and patted Aileen’s arm. “Sweetheart, I’m the one with hearing aids, not you. I called you a whore. Would you like me to spell it for you, too?” She nudged Jake. “What did you do? Find her at a high school career fair?” And then in a horrifyingly loud voice she began spelling. “W-H-O-R-E.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

Illness and death are not the only consequences of the lack of access to water; it also hinders education and economic development. Widespread illness makes countries less productive, more dependent on outside aid, and less able to lift themselves out of poverty. According to the United Nations, one of the main reasons girls do not go to school in sub-Saharan Africa is that they have to spend so much time fetching water from distant wells and carrying it home.

some people had told me racism was a thing of he past, they'd told me not to get involved. But that was nuts. They were nuts. And more to the point---they's all been white people. Well guess what? I'm white too ---and that's exactly why I'm marching. I had to. Because racism was alive and real as shit. It was everywhere and all mixed up in everything, and the only people who aids it wasn't, and the only people was said, "Don't talk about it" were white. Well, stop lying. That's what I wanted to tell those people. Stop lying. Stop Denying. That's why I'm marching. Nothing was going to change unless we did something about it. We! White people! We had to stand up and say something about it goo, because otherwise it was just like what those posters in the crowd outside school said: OUR SILENCE IS ANOTHER KIND OF VIOLENCE.

Many political scientists used to assume that people vote selfishly, choosing the candidate or policy that will benefit them the most. But decades of research on public opinion have led to the conclusion that self-interest is a weak predictor of policy preferences. Parents of children in public school are not more supportive of government aid to schools than other citizens; young men subject to the draft are not more opposed to military escalation than men too old to be drafted; and people who lack health insurance are not more likely to support government-issued health insurance than people covered by insurance.35 Rather, people care about their groups, whether those be racial, regional, religious, or political. The political scientist Don Kinder summarizes the findings like this: “In matters of public opinion, citizens seem to be asking themselves not ‘What’s in it for me?’ but rather ‘What’s in it for my group?’ ”36 Political opinions function as “badges of social membership.”37

Fat sometimes aids the digestion of starchy foods by preventing them from forming lumpy masses in the mouth and stomach, hence the value of using butter with bread, potatoes, etc.

Hamas repeatedly and continually used protected civilian sites for military attacks, rendering them legitimate military targets. An IDF study shows that Hamas fired rockets from amusement parks, first aid stations, U.N. facilities, playgrounds, hospitals, medical clinics, and schools.28 Consequently, Hamas, not Israel, is the party committing war crimes. Incidental or collateral damage on both sides

It is necessary for the oppressors to approach the people in order, via subjugation, to keep them passive. This approximation, however, does not involve being with the people, or require true communication. It is accomplished by the oppressors' depositing myths indispensable to the preservation of the status quo: for example, the myth that the oppressive order is a "free society"; the myth that all persons are free to work where they wish, that if they don't like their boss they can leave him and look for another job; the myth that this order respects human rights and is therefore worthy of esteem; the myth that anyone who is industrious can become an entrepreneur--worse yet, the myth that the street vendor is as much an entrepreneur as the owner of a large factory; the myth of the universal right of education, when of all the Brazilian children who enter primary schools only a tiny fraction ever reach the university; the myth of the equality of all individuals, when the question: "Do you know who you're talking to?" is still current among us; the myth of the heroism of the oppressor classes as defenders of "Western Christian civilization" against "materialist barbarism"; the myth of the charity and generosity of the elites, when what they really do as a class is to foster selective "good deeds" (subsequently elaborated into the myth of "disinterested aid," which on the international level was severely criticized by Pope John XXIII); the myth that the dominant elites, "recognizing their duties," promote the advancement of the people, so that the people, in a gesture of gratitude, should accept the words of the elites and be conformed to them; the myth of private property as fundamental to personal human development (so long as oppressors are the only true human beings); the myth of the industriousness of the oppressors and the laziness and dishonesty of the oppressed as well as the myth of the natural inferiority of the latter and the superiority of the former.

Too soon the two weeks were over and we were back in Lugano, and there we learned about Disaster. We weren’t completely ignorant. We knew about disaster from our previous schools and previous lives. We’d had access to televisions and newspapers. But the return to Lugano marked the beginning of Global Awareness Month, and in each of our classes, we talked about disaster: disaster man-made and natural. We talked about ozone depletion and the extinction of species and depleted rain forests and war and poverty and AIDS. We talked about refugees and slaughter and famine. We were in the middle school and were getting, according to Uncle Max, a diluted version of what the upper-schoolers were facing. An Iraqi boy from the upper school came to our history class and talked about what it felt like when the Americans bombed his country. Keisuke talked about how he felt responsible for World War II, and a German student said she felt the same. We got into heated discussions over the neglect of infant females in some cultures, and horrific cases of child abuse worldwide. We fasted one day each week to raise our consciousness about hunger, and we sent money and canned goods and clothing to charities. In one class, after we watched a movie about traumas in Rwanda, and a Rwandan student told us about seeing his mother killed, Mari threw up. We were all having nightmares. At home, Aunt Sandy pleaded with Uncle Max. “This is too much!” she said. “You can’t dump all the world’s problems on these kids in one lump!” And he agreed. He was bewildered by it all, but the program had been set up the previous year, and he was the new headmaster, reluctant to interfere. And though we were sick of it and about it, we were greedy for it. We felt privileged there in our protected world and we felt guilty, and this was our punishment.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience.

Decisions to cut aid for the terminally ill, for the elderly, for dependent children, for food stamps, even school lunches, are being made by men with full stomachs who live in comfortable houses with two cars and umpteen tax shelters.

TRUE OR FALSE? Employers are prohibited from practicing sex discrimination in hiring and promoting employees.1 ANSWER: False. The U.S. Supreme Court ruled in 1987 that in job areas dominated by men, less qualified women could be hired.2 It did not allow less qualified men to be hired in areas dominated by women (e.g., elementary school teacher, nurse, secretary, cocktail waiting, restaurant host, office receptionist, flight attendant). The law also requires sex discrimination in hiring by requiring quotas, requiring vigorous recruitment of women, and requiring all institutions that receive government aid to do a certain percentage of their business with female-owned (or minority-owned) businesses.

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

Countless aid organizations and governments are convinced that they know what poor people need, and invest in schools, solar panels, or cattle. And, granted, better a cow than no cow. But at what cost? A Rwandan study estimated that donating one pregnant cow costs around $3,000 (including a milking workshop). That’s five years’ wages for a Rwandan.17 Or take the patchwork of courses offered to the poor: Study after study has shown that they cost a lot but achieve little, whether the objective is learning to fish, read, or run a business.18 “Poverty is fundamentally about a lack of cash. It’s not about stupidity,” stresses the economist Joseph Hanlon. “You can’t pull yourself up by your bootstraps if you have no boots.”19 The great thing about money is that people can use it to buy things they need instead of things that self-appointed experts think they need. And, as it happens, there is one category of product which poor people do not spend their free money on, and that’s alcohol and tobacco. In fact, a major study by the World Bank demonstrated that in 82% of all researched cases in Africa, Latin America, and Asia, alcohol and tobacco consumption actually declined.20

Maybe real-life Mom didn't vacuum the house flawlessly arrayed in pearls and a pleated shirt like the mother on leave it to beaver. Maybe she flirted with the milkman or waited for the kids to go to bed so she could hammer back a couple of mugs of vodka pretending it was tea. But she was there to greet us when we came home from school in the afternoon. She made us dinner, kept watch on us through the kitchen window, put Band-Aids on our scrapes and bruises. She was Mom and that was no small thing.

Random House, in the catbird seat, since it gets to recite last, declares in 1966, “The use of like in place of as is universally condemned by teachers and editors, notwithstanding its wide currency, especially in advertising slogans. Do as I say, not as I do does not admit of like instead of as. In an occasional idiomatic phrase, it is somewhat less offensive when substituted for as if (He raced down the street like crazy), but this example is clearly colloquial and not likely to be found in any but the most informal written contexts.” I find this excellent. It even tells who will hurt you if you make a mistake, and it withholds aid and comfort from those friends of cancer and money, those greedy enemies of the language who teach our children to say after school, “Winston tastes good like a cigarette should.

Development isn't a collection of things but rather a process that yields things. Not knowing this, governments, their development and aid agencies, the World Bank, and much of the public put faith in a fallacious 'Thing Theory' of development. The Thing Theory supposes that development is the result of possessing things such as factories, dams, schools, tractors, whatever- often bunches of things subsumed under the category of infrastructure. To suppose that things, per se, are sufficient to produce development creates false expectations and futilities.

He also administered the school's corporal punishment known as The Wacks - which I was told, involved being hit with a big gym shoe made heftier by a kitchen weight wedged in the toe. The gym shoes name was Charlie. It is surely one of the world's greatest sadnesess that billions of shoes go about their benevolent businesses in aid of mankind, day after day, protecting feet providing warmth and support, unselfishly getting ducked in puddles, smeared in dog shit and yet remained unnamed. Whereas this nasty cunt of a show got lavished with affection like a pet.

It all must have cost a fortune, guessed Lucy, who had lost track of the actual total sometime around December 18. Oh, sure, it had been great fun for the hour or two it took to open all the presents, but those credit card balances would linger for months. And what was she going to do about the letter? It was from the financial aid office at Chamberlain College advising her that they had reviewed the family’s finances and had cut Elizabeth’s aid package by ten thousand dollars. That meant they had to come up with the money or Elizabeth would have to leave school. She guiltily fingered the diamond studs Bill had surprised her with, saying they were a reward for all the Christmases he was only able to give her a handmade coupon book of promises after they finished buying presents for the kids. It was a lovely gesture, but she knew they couldn’t really afford it. She wasn’t even sure he had work lined up for the winter.

I produced a fulsome sermon. When the appointed Sunday arrived, I used all of my best grooming skills. I picked the cat hairs off my most expensive suit, smoothed my hair, and put a Band-aid on the thumb I had chewed while working overtime on my sermon. Once I met the delegation at church I did my best to dazzle them, and after the service was over we sat for almost two hours in a Sunday School room as I answered question after question about my history, my beliefs, my weaknesses, and my strengths. One man on the committee noticed the Band-aid on my thumb. "What did you do to yourself?" he asked sympathetically. "I cut it while I was cooking, "I lied.

there is no stronger taboo today than talking about race. In many cases, just being accused of “racism” can get you fired. Yet, teachers in America know the races differ in school achievement; policemen know the races differ in crime rates; social workers know the races differ in rates of welfare dependency or getting infected with AIDS. And sports fans know that Blacks excel at boxing, basketball, and running. They all wonder why. Some blame poverty, White racism, and the legacy of slavery. Although many doubt that “White racism” really tells the whole story, few dare share their doubts. When it comes to race, do you really dare to say what you think?

All the other children at my school are stupid. Except I'm not meant to call them stupid, even though this is what they are. I'm meant to say that they have learning difficulties or that they have special needs. But this is stupid because everyone has learning difficulties because learning to speak French or understanding relativity is difficult and also everyone has special needs, like Father, who has to carry a little packet of artificial sweetening tablets around with him to put in his coffee to stop him from getting fat, or Mrs. Peters, who wears a beige-colored hearing aid, or Siobhan, who has glasses so thick that they give you a headache if you borrow them, and none of these people are Special Needs, even if they have special needs.

If your teacher is in a private, for-profit school, however, and you withdraw your child, then the owner of the school will quickly feel the effect in his pocket, and the bad teacher will be fired. In a free system the parent, the consumer, is the boss. Tooley found that private-school proprietors constantly monitor their teachers and follow up parents’ complaints. His team visited classrooms in various parts of India and Africa, and found teachers actually teaching in fewer of the government classrooms they visited than in private classrooms – sometimes little more than half as many. Despite having no public funds or aid money, the unrecognised private schools had better facilities such as toilets, electricity and blackboards. Their pupils also got better results, especially in English and mathematics. The

Phaethon asked: “Do you think there is something wrong with the Sophotechs? We are Manorials, father! We let Rhadamanthus control our finances and property, umpire our disputes, teach our children, design our thoughtscapes, and even play matchmaker to find us wives and husbands!” “Son, the Sophotechs may be sufficient to advise the Parliament on laws and rules. Laws are a matter of logic and common sense. Specially designed human-thinking versions, like Rhadamanthus, can tell us how to fulfill our desires and balance our account books. Those are questions of strategy, of efficient allocation of resources and time. But the Sophotechs, they cannot choose our desires for us. They cannot guide our culture, our values, our tastes. That is a question of the spirit.” “Then what would you have us do? Would you change our laws?” “Our mores, not our laws. There are many things which are repugnant, deadly to the spirit, and self-destructive, but which law should not forbid. Addiction, self-delusion, self-destruction, slander, perversion, love of ugliness. How can we discourage such things without the use of force? It was in response to this need that the College of Hortators evolved. Peacefully, by means of boycotts, public protests, denouncements, and shunnings, our society can maintain her sanity against the dangers to our spirit, to our humanity, to which such unboundried liberty, and such potent technology, exposes us.” (...) But Phaethon certainly did not want to hear a lecture, not today. “Why are you telling me all this? What is the point?” “Phaethon, I will let you pass through those doors, and, once through, you will have at your command all the powers and perquisites I myself possess. The point of my story is simple. The paradox of liberty of which you spoke before applies to our entire society. We cannot be free without being free to harm ourselves. Advances in technology can remove physical dangers from our lives, but, when they do, the spiritual dangers increase. By spiritual danger I mean a danger to your integrity, your decency, your sense of life. Against those dangers I warn you; you can be invulnerable, if you choose, because no spiritual danger can conquer you without your own consent. But, once they have your consent, those dangers are all-powerful, because no outside force can come to your aid. Spiritual dangers are always faced alone. It is for this reason that the Silver-Gray School was formed; it is for this reason that we practice the exercise of self-discipline. Once you pass those doors, my son, you will be one of us, and there will be nothing to restrain you from corruption and self-destruction except yourself. “You have a bright and fiery soul, Phaethon, a power to do great things; but I fear you may one day unleash such a tempest of fire that you may consume yourself, and all the world around you.

So I was forced to go to school wearing a menstrual pad belt that had been in our first aid drawer since approximately 1961. If you've never seen one of these things, because you haven't been to the antiquities museum, it is a literal belt that goes around your waist, with two straps that dangle down in your front and back cracks, ice cold metal clips holding a small throw pillow in place over your shame canyon.

Tell me what I'll be doing. Washing windows? Sweeping floors?" She cocked her head. "No, you'll be working with the kids as my aide." His whole face closed down. His hands fisted briefly. He reminded her of a picture in a Sunday school book she'd seen when she was little of a sinner condemned to hell. "No, I won't, Ms. McPherson. I will not, ever, be working with kids." "But that's all we have here for you to do.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

The fairy tale belongs to the child and ought always to be within his reach, not only because it is his special literary form and his nature craves it, but because it is one of the most vital of the textbooks offered to him in the school of life. In ultimate importance it outranks the arithmetic, the grammar, the geography, the manuals of science; for without the aid of the imagination none of these books is really comprehensible.

As the governor scanned it, Swim explained. “Liberal progressive policies for the last fifty years or so have devastated the poor people of America. Welfare; aid to dependent families; food stamps; essentially free medical care; schools that try to prepare everyone for a four-year college degree, when only a fraction of the poor people will ever want or get one; lack of technical training; the breakdown of the black family—all those things have led us to where we are.

India is a land where contradictions will continue to abound, because there are many Indias that are being transformed, with different levels of intensity, by different forces of globalization. Each of these Indias is responding to them in different ways. Consider these coexisting examples of progress and status quo: India is a nuclear-capable state that still cannot build roads that will survive their first monsoon. It has eradicated smallpox through the length and breadth of the country, but cannot stop female foeticide and infanticide. It is a country that managed to bring about what it called the ‘green revolution’, which heralded food grain self-sufficiency for a nation that relied on external food aid and yet, it easily has the most archaic land and agricultural laws in the world, with no sign of anyone wanting to reform them any time soon. It has hundreds of millions of people who subsist on less that a dollar a day, but who vote astutely and punish political parties ruthlessly. It has an independent judiciary that once set aside even Indira Gandhi’s election to parliament and yet, many members of parliament have criminal records and still contest and win elections from prison. India is a significant exporter of intellectual capital to the rest of the world—that capital being spawned in a handful of world class institutions of engineering, science and management. Yet it is a country with primary schools of pathetic quality and where retaining children in school is a challenge. India truly is an equal opportunity employer of women leaders in politics, but it took over fifty years to recognize that domestic violence is a crime and almost as long to get tough with bride burning. It is the IT powerhouse of the world, the harbinger of the offshore services revolution that is changing the business paradigms of the developed world. But regrettably, it is also the place where there is a yawning digital divide.

Several wealthy and benevolent individuals in the county subscribed largely for the erection of a more convenient building in a better situation; new regulations were made; improvements in diet and clothing introduced; the funds of the school were intrusted to the management of a committee. Mr. Brocklehurst, who, from his wealth and family connections, could not be overlooked, still retained the post of treasurer; but he was aided in the discharge of his duties by gentlemen of rather more enlarged and sympathising minds:

All that the State need do, and can do, in order to preserve the monetary system undisturbed, is to refrain from such intervention. That is the essence of the monetary theory of the classical economists and their immediate successors, the Currency School. It is possible to refine and amplify this doctrine with the aid of the modern subjective theory; but it is impossible to overthrow it, and impossible to put anything else in its place. Those who are able to forget it only show that they are unable to think as economists.

My descent into delinquency was aided and abetted by the progressive philosophy adopted by the school. No effort was made to impose discipline, which resulted in the triumph of anarchy in the classroom and the survival of the fittest in the playground. In the former, the disruptive elements made it difficult, if not impossible, for teachers to teach and for students to learn. In the latter, the school bully and his coterie of friends ruled the roost, making life miserable for everyone else and making playtime a time of fear. I

Almost three billion people live on less than two dollars a day, adjusted for purchasing power.5 Eight hundred and forty million people in the world don’t have enough to eat.6 Ten million children die every year from easily preventable diseases.7 AIDS is killing three million people a year and is still spreading.8 One billion people in the world lack access to clean water; two billion lack access to sanitation.9 One billion adults are illiterate.10 About a quarter of the children in the poor countries do not finish primary school.11

People don’t line up in medical school to get intimate with AIDS, parasitic worms, and flesh-eating bacteria. The natural human impulse is to pull away and protect ourselves, and to think we’re safe because we’re not in some jungle, waiting for the next Ebola outbreak. But the truth is, in the big-city HMO where I work, I often get paged twenty or thirty times a day to size up infectious diseases that come from what we eat, what we breathe, what we touch, and where we go. The rare and mysterious cases I see walk into my hospital every day.

Yes, our social and economic circumstances shape decisions we make about all sorts of things in life, including sex. Sometimes they rob us of the power to make any decisions at all. But of all human activity, sex is among the least likely to fit neatly into the blueprint of rational decision making favoured by economists. To quote my friend Claire in Istanbul, sex is about 'conquest, fantasy, projection, infatuation, mood, anger, vanity, love, pissing off your parents, the risk of getting caught, the pleasure of cuddling afterwards, the thrill of having a secret, feeling desirable, feeling like a man, feeling like a woman, bragging to your mates the next day, getting to see what someone looks like naked and a million-and-one-other-things.' When sex isn't fun, it is often lucrative, or part of a bargain which gives you access to something you want or need. If HIV is spread by 'poverty and gender equality', how come countries that have plenty of both, such as Bangladesh, have virtually no HIV? How come South Africa and Botswana, which have the highest female literacy and per capita incomes in Africa, are awash with HIV, while countries that score low on both - such as Guinea, Somalia, Mali, and Sierra Leone - have epidemics that are negligible by comparison? How come in country after country across Africa itself, from Cameroon to Uganda to Zimbabwe and in a dozen other countries as well, HIV is lowest in the poorest households, and highest in the richest households? And how is it that in many countries, more educated women are more likely to be infested with HIV than women with no schooling? For all its cultural and political overtones, HIV is an infectious disease. Forgive me for thinking like an epidemiologist, but it seems to me that if we want to explain why there is more of it in one place than another, we should go back and take a look at the way it is spread.

the party was a hierarchy; you started at the bottom and moved up one step at a time—school board, city council, state assembly—and then if you had demonstrated lockstep team loyalty, the powers at the top would give you the party endorsement and its aid, and you were good to go. Had been that way for centuries. Outsiders did pop up to express various dissatisfactions, and occasionally some of them even overthrew the order of things and got elected, but then they were ostracized forever by the party and could get nothing done. They just wasted their time and whatever little money could be dredged up to support such quixotic tilts.

Mook had chosen not to spend money on polling, to the great frustration of some of the campaign’s aides and advisers in key states. In Florida, Craig Smith, the former White House political director, and Scott Arceneaux, a veteran southern Democratic political operative, had begged Mook to poll the state in October to no avail. Mook believed it was a waste of money. He had learned from David Plouffe, Obama’s campaign manager, that old-school polling should be used for testing messages and gauging the sentiments of the electorate and that analytics were just as good for tracking which candidate was ahead and by how much in each state. Plus, the analytics were quicker and much cheaper.

JANE: What to do when it is that time in your girl child's life: 1. Sit down calmly and explain sex to her? 2. Buy her a book, video, or CD that gives her the details? 3. Buy her condoms and put her on the pill? Or do as many mothers before you did—just stick your head in the sand and hope she joins a convent. Of course these days your child may know more about sex than you did at her age, what with in-school health lessons, and out-of-school R-rated movies easily accessed on the TV, not to mention the Starr Report! In the days of fairy tales, sex was dangerous because so many women died in childbirth. Today sex is again dangerous because of diseases like AIDS. So what do we say?

As if all of that hadn't been enough, I had foolishly chosen to wear a brand-new pair of Jimmy Choo mules to school, purchased at a fraction of their normal retail cost at an outlet over the summer. They were gorgeous, and they went perfectly with the Calvin Klein black denim skirt I had paired with a hot pink scoop-neck top. But of course they were killing me. I already had raw, painful blisters around the bases of all my toes, and the Band-Aids the nurse had given me to cover them so that I could at least hobble between classes were not exactly doing the job. My feet felt like they were about to fall off. If I'd known where Jimmy Choo lived, I would have hobbled right up to his front door and popped him one in the eye.

Several wealthy and benevolent individuals in the county subscribed largely for the erection of a more convenient building in a better situation; new regulations were made; improvements in diet and clothing introduced; the funds of the school were intrusted to the management of a committee. Mr. Brocklehurst, who, from his wealth and family connections, could not be overlooked, still retained the post of treasurer; but he was aided in the discharge of his duties by gentlemen of rather more enlarged and sympathising minds: his office of inspector, too, was shared by those who knew how to combine reason with strictness, comfort with economy, compassion with uprightness. The school, thus improved, became in time a truly useful and noble institution.

When it comes to our current fears regarding unsupervised children, we see both versions of folk wisdom at work. In the sixties or seventies, a child could walk to school or wait in a car because people were better, the world less violent, we say. But also, parents were dumber. They simply didn’t know. Sure, parents used to leave kids on their own, but they also let them drink Kool-Aid by the vat and play with toy weapons the NRA might find a touch aggro. They let them build forts in the trunks of station wagons careening down the freeway or swim without sunscreen until their skin blistered. Parents let kids wait in cars because they were idiots. But also, on average, because it was safer, because people were better then, gentler, less monstrous. It sounds so nice and pleasant, this safer, simpler past. It sounds almost too good to be true.

This is religion. Voodoo and spells. I want to believe in it, the creams, the rejuvenating lotions, the transparent unguents in vials that slick on like roll-top glue. “Don’t you know what that junk is made of?” Ben said once. “Ground-up cocks’ combs.” But this doesn’t deter me, I’d use anything if it worked – slug juice, toad spit, eye of newt, anything at all to mummify myself, stop the drip drip of time, stay more or less the way I am. But I own enough of this slop already to embalm all of the girls in my high school graduating class, who must need it by now as much as I do. I stop only long enough to allow myself to be sprayed by a girl giving away free squirts of some venomous new perfume. The femme fatale must be back, Veronica Lake slinks again. The stuff smells like grape Kool-Aid. I can’t imagine it seducing anything but a fruit fly.

Such was the dawn of Freedom; such was the work of the Freedmen’s Bureau, which, summed up in brief, may be epitomized thus: for some fifteen million dollars, beside the sums spent before 1865, and the dole of benevolent societies, this Bureau set going a system of free labor, established a beginning of peasant proprietorship, secured the recognition of black freedmen before courts of law, and founded the free common school in the South. On the other hand, it failed to begin the establishment of good-will between ex-masters and freedmen, to guard its work wholly from paternalistic methods which discouraged self-reliance, and to carry out to any considerable extent its implied promises to furnish the freedmen with land. Its successes were the result of hard work, supplemented by the aid of philanthropists and the eager striving of black men. Its failures were the result of bad local agents, the inherent difficulties of the work, and national neglect.

But voters who quite liked the new system gave Democrats such a strong majority in Congress that Johnson and the Democrats were able to pass eighty-four new laws to put the Great Society into place. They cemented civil rights with the 1965 Voting Rights Act protecting minority voting, created jobs in Appalachia, and established job-training and community-development programs. The Elementary and Secondary Education Act of 1965 gave federal aid to public schools and established the Head Start program to provide comprehensive early education for low-income children. The Higher Education Act of 1965 increased federal investment in universities and provided scholarships and low-interest loans to students. The Social Security Amendments of 1965 created Medicare, which provided health insurance for Americans over age sixty-five, and Medicaid, which helped cover health care costs for those with limited incomes. Congress advanced the war on poverty by increasing welfare payments and subsidizing rent for low-income families.

Yes, there is a human nature and that human nature is build for love and contact. It is build for connection, it is build for mutual protection, it is build for mutual aid. And when we rear people in base of all society on the lines that transgress those needs, we're gonna get exactly what we have today. Which is a society which is increasingly conflicted, increasingly fractured, increasingly disconnected and where human pathology is, despite all the advances of medicine, chronic human pathology is on the rise. Western medicine does not recognize that the pathologies are manifestations of our life, that diseases don't have a life of their own, that diseases express the life of the individual. And if that individual's life is changed, so can the disease in many, many cases. And furthermore, that human beings have an innate healing capacity. There is a healing capacity in all living beings, plant or animal. And along with the wonders and contributions of Western medicine we could do so much more if we actually respected and evoked and encouraged that healing capacity that is within the individual, which is very much connected to the emergence of the true self. Now, for that, you need the truth. That means, we actually have to look at what is going on. And there is so much denial in this society. My own profession is a prime example. The average doctor does not hear the information I gave you about asthma. They couldn't explain it, even though the physiology is straightforward. For all the trauma in this society, the average physician does not hear the word "trauma" in all their years of training. Not that they don't get a lecture, not that they don't get a course, they don't even hear the word, except in the physical sense, physical trauma. Teachers are not taught that the human child's brain is still developing and that the conditions for healthy brain development is the presence of nurturing and responsive adults. And that schools are not knowledge factories, they are places where human development needs to be nurtured. That's a very different proposition for an educational system. And the courts don't get it. The courts think that if a human is behaving badly, it is a choice they're making, therefore they need to be punished. For some strange reason, certain minority groups have to be punished more than the average, like in my country 5% of the population is native, and they are 25% of the jail population now. And of course when we ask the question if the science is straightforward — as I believe it to be — and the conclusions are as clear as I believe them to be, why don't we just embrace it and follow it and do something about it? Well.. the reason for that is obvious, because if everything I just said happens to be true, which I firmly believe to be true, and if it is.. everything would have to change. How we teach parents would have to change, how we treat family would have to change, how we support young parents would have to change, how we pass laws, how we educate people, how we run the economy. We have to do something different. Getting to that something different has to begin with an inquiry and I hope I've said enough to encourage you to continue on that path of inquiry.

It’s okay. And clearly you’re not the thief either or you’d hardly be hunting for the real one.” “I just want to clear my name.” “Understandable.” Mr Jackson applied the Band-Aid to his knee. On the desk, Angus noticed a second photo. Mr Jackson with his arm around a little girl. Five or six years old, maybe. “Who’s she?” he asked, indicating the picture. “My daughter. She died.” “I’m sorry,” he said again, not knowing what else to say. “She was in hospital for a long time. The staff were good to her.” Neither of them said anything for a time. “Look,” continued Mr Jackson, finally, “I think it’s great that you and your friend are trying to find the thief. But you have to be realistic about your chances. And you definitely don’t want to be going into any school rooms without permission like you did the other day or you will end up in even more trouble.” “Okay,” Angus said, standing up. “Just a thought,” said Mr Jackson, “but if you’re serious about finding the culprit, I’d look closer to home.” “Closer to home?” Angus didn’t understand. “The phone was found in your tidy tray, right?” “Yes, but—” Angus couldn’t finish as Mr Jackson’s own

I think that's quite true. and in fact the people who understand this the best are those who are carrying out the control and domination in the more free societies. like the U.S. and England, where popular struggles have have won a lot of freedoms over the years and the state has limited capacity to coerce. It is very striking that it's precisely in those societies that elite groups—the business world, state managers and so on—recognized early on that they are going to have to develop massive methods of control of attitude and opinion, because you cannot control people by force anymore and therefore you have to modify their consciousness so that they don't perceive that they are living under conditions of alienation, oppression, subordination and so on. In fact, that's what probably a couple trillion dollars are spent on each year in the U.S., very self-consciously, from the framing of television advertisements for two-year olds to what you are taught in graduate school economics programs. It's designed to create a consciousness of subordination and it's also intended specifically and pretty consciously to suppress normal human emotions. Normal human emotions are sympathy and solidarity, not just for people but for stranded dolphins. It's just a normal reaction for people. If you go back to the classical political economists, people like Adam Smith, this was just taken for granted as the core of human nature and society. One of the main concentrations of advertising and education is to drive that out of your mind. And it's very conscious. In fact, it's conscious in social policy right in front of our eyes today. Take the effort to destroy Social Security. Well, what's the point of that? There's a lot of scam about financial problems, which is all total nonsense. And, of course, they want Wall Street to make a killing. Underlying it all is something much deeper. Social Security is based on a human emotion and it's a natural human emotion which has to be driven out of people minds, namely the emotion that you care about other people. You care. It's a social and community responsibility to care whether a disabled widow across town has enough food to eat, or whether a kid across the street can go to school. You have to get that out of people's heads. You have to make them say, "Look, you are a personal, rational wealth maximizer. If that disabled widow didn't prepare for her own future, it's her problem not your problem. It's not your fault she doesn't have enough to eat so why should you care?

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

The Negro today is not struggling for some abstract, vague rights, but for concrete and prompt improvement in his way of life. What will it profit him to be able to send his children to an integrated school if the family income is insufficient to buy them school clothes? What will he gain by being permitted to move to an integrated neighborhood if he cannot afford to do so because he is unemployed or has a low-paying job with no future? During the lunch counter sit-ins in Greensboro, North Carolina, a nightclub comic observed that, had the demonstrators been served, some of them could not have paid for the meal. Of what advantage is it to the Negro to establish that he can be served in integrated restaurants, or accommodated in integrated hotels, if he is bound to the kind of financial servitude which will not allow him to take a vacation or even to take his wife out to dine? Negroes must not only have the right to go into any establishment open to the public, but they must also be absorbed into our economic system in such a manner that they can afford to exercise that right. The struggle for rights is, at bottom, a struggle for opportunities. In asking for something special, the Negro is not seeking charity. He does not want to languish on welfare rolls any more than the next man. He does not want to be given a job he cannot handle. Neither, however, does he want to be told that there is no place where he can be trained to handle it. So with equal opportunity must come the practical, realistic aid which will equip him to seize it. Giving a pair of shoes to a man who has not learned to walk is a cruel jest.

Emotions get our attention As the television advertisement opens, we see two men talking in a car. They are having a mildly heated discussion about one of them overusing the word “like” in conversation. As the argument continues, we notice out the passenger window another car barreling toward the men. It smashes into them. There are screams, sounds of shattering glass, quick-cut shots showing the men bouncing in the car, twisted metal. The final shot shows the men standing, in disbelief, outside their wrecked Volkswagen Passat. In a twist on a well-known expletive, these words flash on the screen: “Safe Happens.” The spot ends with a picture of another Passat, this one intact and complete with its five-star side-crash safety rating. It is a memorable, even disturbing, 30-second spot. That’s because it’s charged with emotion. Emotionally charged events are better remembered—for longer, and with more accuracy—than neutral events. While this idea may seem intuitively obvious, it’s frustrating to demonstrate scientifically because the research community is still debating exactly what an emotion is. What we can say for sure is that when your brain detects an emotionally charged event, your amygdala (a part of your brain that helps create and maintain emotions) releases the chemical dopamine into your system. Dopamine greatly aids memory and information processing. You can think of it like a Post-it note that reads “Remember this!” Getting one’s brain to put a chemical Post-it note on a given piece of information means that information is going to be more robustly processed. It is what every teacher, parent, and ad executive wants.

I was exhausted and had to rely on Herr Schreiner to help me and knew in my soul that God had sent him to my aid. As tired as I was, I couldn’t have handled my luggage alone. Finally another train did pull into the station but in stark contrast to the empty platform we were standing on, the train was completely full of people. Although he wasn’t that big of a man, Herr Schreiner pushed my suitcases up the two steps into the railway car, and I climbed up behind them. As the train left the station, he hung onto the two entrance handles right behind me and I pushed for space, trying to make enough room for him to get into the carriage. With every surge of the train I expected him to lose his grip but with what I am certain was superhuman strength, he hung on as the train picked up speed. Several of the people made snide remarks but I turned a deaf ear to this and pushed as hard as I could, so that he could also get in. With the help of another man pulling on his coat, Herr Schreiner finally managed to squeeze in far enough so that we could close the door behind him. Once safely on the train, someone from his school in Mannheim recognized him. Herr Schreiner had been a very popular, much admired school principal and seeing how tired and bedraggled we now looked, the passenger offered us his window seats and helped to make room so that we could store our suitcases in the luggage rack above our heads. The train didn’t make any more stops and continued east crossing the Rhine River Bridge, which miraculously was still there. I couldn’t believe that everything had come together as well as it had, and that I was on my way back to Überlingen and my children.

As I see it, the War on Drugs—more than any other government program or political initiative—gave rise to mass incarceration as defined above. Although the political dynamics that gave birth to the system date back to slavery, the drug war marked an important turning point in American history, one that cannot be measured simply by counting heads in prisons and jails. The declaration and escalation of the War on Drugs marked a moment in our past when a group of people defined by race and class was viewed and treated as the “enemy.” A literal war was declared on a highly vulnerable population, leading to a wave of punitiveness that permeated every aspect of our criminal justice system and redefined the scope of fundamental constitutional rights. The war mentality resulted in the militarization of local police departments and billions invested in drug law enforcement at the state and local levels. It also contributed to astronomical expenditures for prison building for people convicted of all crimes and the slashing of billions from education, public housing and welfare programs, as well as a slew of legislation authorizing legal discrimination against millions of people accused of drug offenses, denying them access to housing, food stamps, credit, basic public benefits, and financial aid for schooling. This war did not merely increase the number of people in prisons and jails. It radically altered the life course of millions, especially black men who were the primary targets in the early decades of the war. Their lives and families were destroyed for drug crimes that were largely ignored on the other side of town. Those who define “mass incarceration” narrowly, to include only individuals currently locked in prisons or jails, erase from public view the overwhelming majority of

The Jewel in Her Crown, which showed the old Queen (whose image the children now no doubt confused with the person of Miss Crane) surrounded by representative figures of her Indian Empire: princes, landowners, merchants, moneylenders, sepoys, farmers, servants, children, mothers, and remarkably clean and tidy beggars. The Queen was sitting on a golden throne, under a crimson canopy, attended by her temporal and spiritual aides: soldiers, statesmen and clergy. The canopied throne was apparently in the open air because there were palm trees and a sky showing a radiant sun bursting out of bulgy clouds such as, in India, heralded the wet monsoon. Above the clouds flew the prayerful figures of the angels who were the benevolent spectators of the scene below. Among the statesmen who stood behind the throne one was painted in the likeness of Mr. Disraeli holding up a parchment map of India to which he pointed with obvious pride but tactful humility. An Indian prince, attended by native servants, was approaching the throne bearing a velvet cushion on which he offered a large and sparkling gem. The children in the school thought that this gem was the jewel referred to in the title. Miss Crane had been bound to explain that the gem was simply representative of tribute, and that the jewel of the title was India herself, which had been transferred from the rule of the British East India Company to the rule of the British Crown in 1858, the year after the Mutiny when the sepoys in the service of the Company (that first set foot in India in the seventeenth century) had risen in rebellion, and attempts had been made to declare an old Moghul prince king in Delhi, and that the picture had been painted after 1877, the year in which Victoria was persuaded by Mr. Disraeli to adopt the title Empress of India.

FACING THE MUSIC Many years ago a man conned his way into the orchestra of the emperor of China although he could not play a note. Whenever the group practiced or performed, he would hold his flute against his lips, pretending to play but not making a sound. He received a modest salary and enjoyed a comfortable living. Then one day the emperor requested a solo from each musician. The flutist got nervous. There wasn’t enough time to learn the instrument. He pretended to be sick, but the royal physician wasn’t fooled. On the day of his solo performance, the impostor took poison and killed himself. The explanation of his suicide led to a phrase that found its way into the English language: “He refused to face the music.”2 The cure for deceit is simply this: face the music. Tell the truth. Some of us are living in deceit. Some of us are walking in the shadows. The lies of Ananias and Sapphira resulted in death; so have ours. Some of us have buried a marriage, parts of a conscience, and even parts of our faith—all because we won’t tell the truth. Are you in a dilemma, wondering if you should tell the truth or not? The question to ask in such moments is, Will God bless my deceit? Will he, who hates lies, bless a strategy built on lies? Will the Lord, who loves the truth, bless the business of falsehoods? Will God honor the career of the manipulator? Will God come to the aid of the cheater? Will God bless my dishonesty? I don’t think so either. Examine your heart. Ask yourself some tough questions. Am I being completely honest with my spouse and children? Are my relationships marked by candor? What about my work or school environment? Am I honest in my dealings? Am I a trustworthy student? An honest taxpayer? A reliable witness at work? Do you tell the truth . . . always? If not, start today. Don’t wait until tomorrow. The ripple of today’s lie is tomorrow’s wave and next year’s flood. Start today. Be just like Jesus. Tell the truth, the whole truth, and nothing but the truth.

Still, when Harvard said I wasn’t eligible for financial aid, and another university offered me a full scholarship, I thought I should go there. My mother became furious and said I was always sabotaging myself. She was proud of being able to borrow money at a loss from her own retirement fund, and give it to Harvard. I felt proud of her, too. But I did not feel proud of myself. It made the college application process feel, in retrospect, somehow hurtful and insulting: all the essays and interviews and supplements and letters seemed to be about you, about your specialness—but actually it was all about shaking your parents down for money. — Harvard seemed really proud of its own attitude toward financial aid. You were always hearing about how “merit-based aid,” which was fine for other schools, didn’t work here, where everyone was so full of merit. When your parents paid full tuition, part of what they were paying for was the benefit you derived from being exposed to people who were more diverse than you. “My parents are paying for him to be here, so I can learn from him,” my friend Leora said once, about a homeschooled guy from Arkansas in her history section who started talking about how the Jews killed Jesus. Leora had been my best friend when we were little, and then we went to different middle schools and high schools, but now we were at college together. She already thought every single person on earth was anti-Semitic, so she definitely hadn’t learned anything from that guy. To me, the part of financial aid that made the least sense was that all the international students got full scholarships, regardless of how much money their parents had. The son of the prince of Nepal was in our class, and didn’t pay tuition. Ivan had once caused me pain by saying something deprecating about “people whose parents paid a hundred thousand dollars for them to be here.” Did he not know that my parents were paying a hundred thousand dollars for me to be there? The thought that really made me crazy was that my parents had paid for Ivan to be there. It was another experience they had paid for me to have.

To this point, Sen. Rand Paul of Kentucky has been the Republican flavor of the year. Events from the IRS scandal to NSA revelations to the Obamacare train wreck have corroborated libertarian suspicions of federal power. And Paul has shown serious populist skills in cultivating those fears for his political benefit. For a while, he succeeded in a difficult maneuver: Accepting the inheritance of his father's movement while distancing himself from the loonier aspects of his father's ideology. But now Rand Paul has fallen spectacularly off the tightrope. It turns out that a senior member of his Senate staff, Jack Hunter, has a history of neo-Confederate radio rants. And Paul has come to the defense of his aide. . . . This would not be the first time that Paul has heard secessionist talk in his circle of confederates--I mean, associates. His father has attacked Lincoln for causing a "senseless" war and ruling with an "iron fist." Others allied with Paulism in various think tanks and websites have accused Lincoln of mass murder and treason. For Rand Paul to categorically repudiate such views and all who hold them would be to excommunicate a good portion of his father's movement. This disdain for Lincoln is not a quirk or a coincidence. Paulism involves more than the repeal of Obamacare. It is a form of libertarianism that categorically objects to 150 years of expanding federal power. . . . Not all libertarians, of course, view Appomattox as a temporary setback. A libertarian debate on the topic: "Lincoln: Hero or Despot?" would be two-sided, lively and well attended. But Paulism is more than the political expression of the Austrian school of economics. It is a wildly ambitious ideology in which Hunter's neo-Confederate views are not uncommon. What does this mean for the GOP? It is a reminder that, however reassuring his manner, it is impossible for Rand Paul to join the Republican mainstream. The triumph of his ideas and movement would fundamentally shift the mainstream and demolish a century and a half of Republican political history. The GOP could no longer be the party of Reagan's internationalism or of Lincoln's belief in a strong union dedicated to civil rights.

After I returned from that morning, our telephone rang incessantly with requests for interviews and photos. By midafternoon I was exhausted. At four o’clock I was reaching to disconnect the telephone when I answered one last call. Thank heavens I did! I heard, “Mrs. Robertson? This is Ian Hamilton from the Lord Chamberlain’s office.” I held my breath and prayed, “Please let this be the palace.” He continued: “We would like to invite you, your husband, and your son to attend the funeral of the Princess of Wales on Saturday in London.” I was speechless. I could feel my heart thumping. I never thought to ask him how our name had been selected. Later, in London, I learned that the Spencer family had given instructions to review Diana’s personal records, including her Christmas-card list, with the help of her closest aides. “Yes, of course, we absolutely want to attend,” I answered without hesitating. “Thank you so much. I can’t tell you how much this means to me. I’ll have to make travel plans on very short notice, so may I call you back to confirm? How late can I reach you?” He replied, “Anytime. We’re working twenty-four hours a day. But I need your reply within an hour.” I jotted down his telephone and fax numbers and set about making travel arrangements. My husband had just walked in the door, so we were able to discuss who would travel and how. Both children’s passports had expired and could not be renewed in less than a day from the suburbs where we live. Caroline, our daughter, was starting at a new school the very next day. Pat felt he needed to stay home with her. “Besides,” he said, “I cried at the wedding. I’d never make it through the funeral.” Though I dreaded the prospect of coping with the heartbreak of the funeral on my own, I felt I had to be there at the end, no matter what. We had been with Diana at the very beginning of the courtship. We had attended her wedding with tremendous joy. We had kept in touch ever since. I had to say good-bye to her in person. I said to Pat, “We were there for the ‘wedding of the century.’ This will be ‘the funeral of the century.’ Yes, I have to go.” Then we just looked at each other. We couldn’t find any words to express the sorrow we both felt.

But every once in a great while, the pull of her heritage would hit her, and Grand-mere would cook something real. I could never figure out what it was that triggered her, but I would come home from school to a glorious aroma. An Apfel-strudel, with paper-thin pastry wrapped around chunks of apples and nuts and raisins. The thick smoked pork chops called Kasseler ribs, braised in apple cider and served with caraway-laced sauerkraut. A rich baked dish with sausages, duck, and white beans. And hoppel poppel. A traditional German recipe handed down from her mother. I haven't even thought of it in years. But when my mom left, it was the only thing I could think to do for Joe, who was confused and heartbroken, and it was my best way to try to get something in him that didn't come in a cardboard container. I never got to learn at her knee the way many granddaughters learn to cook; she never shared the few recipes that were part of my ancestry. But hoppel poppel is fly by the seat of your pants, it doesn't need a recipe; it's a mess, just like me. It's just what the soul needs. I grab an onion, and chop half of it. I cut up the cold cooked potatoes into chunks. I pull one of my giant hot dogs out, and cut it into thick coins. Grand-mere used ham, but Joe loved it with hot dogs, and I do too. Plus I don't have ham. I whisk six eggs in a bowl, and put some butter on to melt. The onions and potatoes go in, and while they are cooking, I grate a pile of Swiss cheese, nicking my knuckle, but catching myself before I bleed into my breakfast. By the time I get a Band-Aid on it, the onions have begun to burn a little, but I don't care. I dump in the hot dogs and hear them sizzle, turning down the heat so that I don't continue to char the onions. When the hot dogs are spitting and getting a little browned, I add the eggs and stir up the whole mess like a scramble. When the eggs are pretty much set, I sprinkle the cheese over the top and take it off the heat, letting the cheese melt while I pop three slices of bread in the toaster. When the toast is done, I butter it, and eat the whole mess on the counter, using the crispy buttered toast to scoop chunk of egg, potato, and hot dog into my mouth, strings of cheese hanging down my chin. Even with the burnt onions, and having overcooked the eggs to rubbery bits, it is exactly what I need.

In the world of mental health, the lowest-functioning clients and the highest-functioning clients receive the worst care. The lowest-functioning clients typically struggle with serious mental illnesses that are maintained more than cured. And, because of downward drift that draws a disproportionate number of such patients into the lower income brackets, these clients often do not have access to top-notch care. The highest-functioning clients, on the other hand, usually have a lot going for them, including family or schools that connect them with private therapists when needed. These high-functioning clients are what therapists call YAVIS—young, attractive, verbal, intelligent, and successful—and these qualities bestow all sorts of social and psychological advantages. Being young means, as a colleague once put it, “that you haven’t completely screwed up your life yet.” Being verbal allows you to easily exchange a common currency with friends and bosses as you parlay being talkative into social status. Intelligence aids achievement and problem-solving, and even leadership. Successful people are generally brimming with confidence. And, as Aristotle said, “beauty is a greater recommendation than any letter of introduction.” So, YAVIS clients are well received nearly everywhere they go, and many therapists light up when one comes walking in the door. Still, there are two paths to being smart and charming when you are young: Life has been good or life has been bad. When life has been good, maybe someone goes to see a therapist for a while because some isolated thing is not currently going well. Most likely, the difficulty will be resolved quickly and the client will be on his way. When life has been bad, someone goes to see a therapist because even though things look pretty on the outside the person feels horrible on the inside, and this is a discrepancy that even many therapists cannot hold. Sometimes it is just too jarring to imagine that someone who seems so perfect has lived a life that has been so imperfect. What results is a therapy where the client’s image gets in the way of the help that he or she needs. The client has come to focus on what has not gone well, but the therapist is blinded by what has. Too often, being successful when you are young is about survival. Some people are good at hiding their troubles. They are good at “falling up.

Commencez!' cried I, when they had all produced their books. The moon-faced youth (by name of Jules Vanderkelkov, as I afterwards learned) took the first sentence. The 'livre de lecteur' was 'The Vicar of Wakefield', much used in foreign schools, because it is supposed to contain prime samples of conversational English. It might, however, have been a Runic scroll for any resemblance the worse, as enunciated by Jules, bore to the language in ordinary use amongst the natives of Great Britain. My God! how he did snuffle, snort, and wheeze! All he said was said in his throat and nose, for it is thus the Flamands speak; but I heard him to the end of his paragraph without proffering a word of correction, whereat he looked vastly self-complacent, convinced, no doubt, that he had acquitted himself like a real born and bred 'Anglais'. In the same unmoved silence I listened to a dozen in rotation; and when the twelfth had concluded with splutter, hiss, and mumble, I solemnly laid down the book. 'Arrêtez!', said I. There was a pause, during which I regarded them all with a steady and somewhat stern gaze. A dog, if stared at hard enough and long enough, will show symptoms of embarrassment, and so at length did my bench of Belgians. Perceiving that some of the faces before me were beginning to look sullen, and others ashamed, I slowly joined my hands, and ejaculated in a deep 'voix de poitrine' - 'Comme c'est affreux!' They looked at each other, pouted, coloured, swung their heels, they were not pleased, I saw, but they were impressed, and in the way I wished them to be. Having thus taken them down a peg in their self-conceit, the next step was to raise myself in their estimation - not a very easy thing, considering that I hardly dared to speak for fear of betraying my own deficiencies. 'Ecoutez, messieurs!' I said, and I endeavoured to throw into my accents the compassionate tone of a superior being, who, touched by the extremity of the helplessness which at first only excited his scorn, deigns at length to bestow aid. I then began at the very beginning of 'The Vicar of Wakefield,' and read, in a slow, distinct voice, some twenty pages, they all the while sitting mute and listening with fixed attention. By the time I had done nearly an hour had elapsed. I then rose and said, - 'C'est assez pour aujourd'hui, messieurs; demain nous recommençerons, et j'espère que tout ira bien.' With this oracular sentence I bowed, and in company with M. Pelet quitted the schoolroom.

Raphael pulled out a paperback and handed it to me. The cover, done back in the time when computer-aided imagine manipulation had risen to the level of art, featured an impossibly handsome man, leaning forward, one foot in a huge black boot resting on the carcass of some monstrous sea creature. His hair flowed down to his shoulders in a mane of white gold, in stark contrast to his tanned skin and the rakish black patch hiding his left eye. His white, translucent shirt hung open, revealing abs of steel and a massive, perfectly carved chest graced by erect nipples. His muscled thighs strained the fabric of his pants, which were unbuttoned and sat loosely on his narrow hips, a touch of a strategically positioned shadow hinting at the world’s biggest boner. The cover proclaimed in loud golden letters: The Privateer’s Virgin Mistress, by Lorna Sterling. “Novel number four for Andrea’s collection?” I guessed. Raphael nodded and took the book from my hands. “I’ve got the other one Andrea wanted, too. Can you explain something to me?” Oh boy. “I can try.” He tapped the book on his leather-covered knee. “The pirate actually holds this chick’s brother for ransom, so she’ll sleep with him. These men, they aren’t real men. They’re pseudo-bad guys just waiting for the love of a ‘good’ woman.” “You actually read the books?” He gave me a chiding glance. “Of course I read the books. It’s all pirates and the women they steal, apparently so they can enjoy lots of sex and have somebody to run their lives.” Wow. He must’ve had to hide under his blanket with a flashlight so nobody would question his manliness. Either he really was in love with Andrea or he had a terminal case of lust. “These guys, they’re all bad and aggressive as shit, and everybody wets themselves when they walk by, and then they meet some girl and suddenly they’re not uber-alphas; they are just misunderstood little boys who want to talk about their feelings.” “Is there a point to this dissertation?” He faced me. “I can’t be that. If that’s what she wants, then I shouldn’t even bother.” I sighed. “Do you have a costume kink? French maid, nurse . . .” “Catholic school girl.” Bingo. “You wouldn’t mind Andrea wearing a Catholic school uniform, would you?” “No, I wouldn’t.” His eyes glazed over and he slipped off to some faraway place. I snapped my fingers. “Raphael! Focus.” He blinked at me. “I’m guessing—and this is just a wild stab in the dark—that Andrea might not mind if once in a while you dressed up as a pirate. But I wouldn’t advise holding her relatives for ransom nookie. She might shoot you in the head. Several times. With silver bullets.

Another episode startled Trump’s advisers on the Asia trip. As the president and his entourage embarked on the journey, they stopped in Hawaii on November 3 to break up the long flight and allow Air Force One to refuel. White House aides arranged for the president and first lady to make a somber pilgrimage so many of their predecessors had made: to visit Pearl Harbor and honor the twenty-three hundred American sailors, soldiers, and marines who lost their lives there. The first couple was set to take a private tour of the USS Arizona Memorial, which sits just off the coast of Honolulu and straddles the hull of the battleship that sank into the Pacific during the Japanese surprise bombing attack in 1941. As a passenger boat ferried the Trumps to the stark white memorial, the president pulled Kelly aside for a quiet consult. “Hey, John, what’s this all about? What’s this a tour of?” Trump asked his chief of staff. Kelly was momentarily stunned. Trump had heard the phrase “Pearl Harbor” and appeared to understand that he was visiting the scene of a historic battle, but he did not seem to know much else. Kelly explained to him that the stealth Japanese attack here had devastated the U.S. Pacific Fleet and prompted the country’s entrance into World War II, eventually leading the United States to drop atom bombs on Japan. If Trump had learned about “a date which will live in infamy” in school, it hadn’t really pierced his consciousness or stuck with him. “He was at times dangerously uninformed,” said one senior former adviser. Trump’s lack of basic historical knowledge surprised some foreign leaders as well. When he met with President Emmanuel Macron of France at the United Nations back in September 2017, Trump complimented him on the spectacular Bastille Day military parade they had attended together that summer in Paris. Trump said he did not realize until seeing the parade that France had had such a rich history of military conquest. He told Macron something along the lines of “You know, I really didn’t know, but the French have won a lot of battles. I didn’t know.” A senior European official observed, “He’s totally ignorant of everything. But he doesn’t care. He’s not interested.” Tillerson developed a polite and self-effacing way to manage the gaps in Trump’s knowledge. If he saw the president was completely lost in the conversation with a foreign leader, other advisers noticed, the secretary of state would step in to ask a question. As Tillerson lodged his question, he would reframe the topic by explaining some of the basics at issue, giving Trump a little time to think. Over time, the president developed a tell that he would use to get out of a sticky conversation in which a world leader mentioned a topic that was totally foreign or unrecognizable to him. He would turn to McMaster, Tillerson

As with most voluntary school integration programs, dispersal of the black children was the norm. In Portland, no more than forty-five black children were bused to any single elementary school, and white schools of four-hundred to five-hundred pupils received as few as four and in most instances only ten to fifteen black students. Brush Elementary, the all-white school Rist selected for daily observation, received about thirty black children. The principal, along with most of his all-white teaching staff, had never taught a black child. He hired a black school aide because he felt that most of the white students had never spoken to a black person. His lack of racial sensitivity was illustrated in a staff discussion about the collection of milk money, when he said, "I guess we had better not call it chocolate milk any longer. It would probably now be more appropriate to refer to it as black milk.

Nevertheless, like many of today’s reformers, Riis considered teachers the determining factor in whether a child escaped poverty. In his 1892 book The Children of the Poor, he wrote that schools are “our chief defense against the tenement and the flood of ignorance with which it would swamp us … it is the personal influence of the teacher that counts for most in dealing with the child. It follows it into the home, and often through life to the second and third generation, smoothing the way of sorrow and hardship with counsel and aid in a hundred ways.

WATERMELON COOKIES Preheat oven to 325 degrees F., rack in the middle position. 1 package (.16-ounce) watermelon (or any other flavor) Kool-Aid powder (Don’t get the kind with sugar or sugar substitute added.) 1 and ⅔ cup white (granulated) sugar 1 and ½ cups softened butter (2 and ½ sticks, 10 ounces) 2 large eggs, beaten (just whip them up in a glass with a fork) ½ teaspoon salt 1 teaspoon baking soda 3 cups all-purpose flour (pack it down in the cup when you measure it) ½ cup white (granulated) sugar in a bowl Hannah’s 1st Note: When Brandi makes these cookies, she rolls them out on a floured board and uses cookie cutters. Rolled cookies take more time than other types of cookies, so Lisa and I modified Brandi’s recipe for use at The Cookie Jar. Mix the watermelon Kool-Aid with the granulated sugar. Add the softened butter and mix until it’s nice and fluffy. Add the eggs and mix well. Mix in the salt and the baking soda. Make sure they’re well incorporated. Add the flour in half-cup increments, mixing after each addition. Spray cookie sheets with Pam or another nonstick cooking spray. You can also use parchment paper if you prefer. Roll dough balls one inch in diameter with your hands. (We use a 2-teaspoon cookie scooper at The Cookie Jar.) Roll the cookie balls in the bowl of white sugar and place them on the cookie sheet, 12 to a standard-size sheet. Bake the Watermelon Cookies at 325 degrees F. for 10 to 12 minutes (mine took 11 minutes) or until they’re just beginning to turn golden around the edges. Don’t overbake. Let the cookies cool on the cookie sheets for no more than a minute, and then remove them to a wire rack to cool completely. Yield: Approximately 6 dozen pretty and unusual cookies that kids will adore, especially if you tell them that they’re made with Kool-Aid. Hannah’s 2nd Note: Brandi’s mother baked these cookies to send to school on birthdays. She

Through all his years on the island, Bobby had gone to the mainland on Saturday nights. Only the severest weather ever kept him away. By now he had made many good friends, and had become a regular participant in the popular, regional, Saturday-night stock car races. Aided by tips and advice exchanged through letters from his Hamilton high school shop teacher, Michael Farrell, Bobby put together a white Ford stock car that some dubbed “the tank.” Now, at last, in August 1965, Bobby left the island on a Sunday, and with his trusty white Ford tank, he raced and earned two first-place finishes. Bobby’s first. Ever. On Sunday, August 15, his journal reads, “Dozer hitting more soft material. Down about 10 feet. I went racing. Two firsts.” That Bobby would write anything so personal in the Oak Island journal was rare. It was an important moment. He was pleased. Things were really going his way.

With the decline of the United States as the world’s leader, I find it important to look around our globe for intelligent people who have the depth of understanding that could perhaps chart a way to the future. One such person is Bernard-Henri Lévy a French philosopher who was born in Béni Saf, French Algeria on November 5, 1948. . The Boston Globe has said that he is "perhaps the most prominent intellectual in France today." Although his published work and political activism has fueled controversies, he invokes thought provoking insight into today’s controversial world and national views. As a young man and Zionist he was a war correspondent for “Combat” newspaper for the French Underground. Following the war Bernard attended Lycée Louis-le-Grand in Paris and in 1968; he graduated with a degree in philosophy from the famous École Normale Supérieure. This was followed by him traveling to India where he joined the International Brigade to aid Bangladeshi freedom fighters. Returning to Paris, Bernard founded the ‘New Philosophers School.’ At that time he wrote books bringing to light the dark side of French history. Although some of his books were criticized for their journalistic character and unbalanced approach to French history, but most respected French academics took a serious look at his position that Marxism was inherently corrupt. Some of his musings include the predicament of the Kurds and the Shame of Aleppo, referring to the plight of the children in Aleppo during the bloody Syrian civil war. Not everyone agrees with Bernard, as pointed out by an article “Why Does Everyone Hate Bernard-Henri Lévy?” However he is credited with nearly single handedly toppling Muammar Gaddafi. His reward was that in 2008 he was targeted for assassination by a Belgium-based Islamist militant group. Looking like a rock star and ladies man, with his signature dark suits and unbuttoned white shirt, he said that “democracies are not run by the truth,” and notes that the American president is not the author of the anti-intellectual movement it, but rather its product. He added that the anti-intellectualism movement that has swept the United States and Europe in the last 12 months has been a long time coming. The responsibility to support verified information and not publicize fake news as equal has been ignored. He said that the president may be the heart of the anti-intellectual movement, but social media is the mechanism! Not everyone agrees with Bernard; however his views require our attention. If we are to preserve our democracy we have to look at the big picture and let go of some of our partisan thinking. We can still save our democracy, but only if we become patriots instead of partisans!

Activity pouch on airplanes Buttons and pins Crayons and coloring place mats from restaurants Disposable sample cup from the grocery store Erasers and pencils with eraser tops Fireman hat from a visit to the fire station Goodie bags from county fairs and festivals Hair comb from picture day at school Infant goods from the maternity ward Junior ranger badge from the ranger station and Smokey the Bear Kids’ meal toys Lollipops and candy from various locations, such as the bank Medals and trophies for simply participating in (versus winning) a sporting activity Noisemakers to celebrate New Year’s Eve OTC samples from the doctor’s office Party favors and balloons from birthday parties Queen’s Jubilee freebies (for overseas travelers) Reusable plastic “souvenir” cup and straw from a diner Stickers from the doctor’s office Toothbrushes and floss from the dentist’s office United States flags on national holidays Viewing glasses for a 3-D movie (why not keep one pair and reuse them instead?) Water bottles at sporting events XYZ, etc.: The big foam hand at a football or baseball game or Band-Aids after a vaccination or various newspapers, prospectuses, and booklets from school, museums, national parks . . .

Aided by lavish subventions from Berlin, the German minority vigorously resisted these efforts, hiring itinerant German teachers to provide home schooling to children who otherwise would have been obliged to attend a Polish institution.

They came all that distance just to see a baby?” she whispered. “For heaven’s sake, they’re not a war party. Nothing’s going on. Just because Polly’s folks were Tories and Gideon lived at that school in Canada doesn’t make them dangerous.” “What if he’s a British agent, Eph?” “Don’t be ridiculous, Livy. That’s a harebrained, womanish idea.” “Why?” she said angrily. “It’s your pa said there were plenty of them making trouble out here. He said those British in Upper Canada keep telling the western tribes the king will come to their aid if they war with the Americans.” “Gideon lives right in the middle of Americans. What would he have to gain by starting a war in his own backyard?” “I don’t know, Eph. All I know is what Uncle John said. Upper Canada wants Indian territory sitting between it and America. A strip below Lake Ontario and Lake Erie. If Gideon helps them, maybe the British will give him land as a reward. Rising Hawk’s probably in on it, too. He’s always traveling over to Canada to the nations at Grand River. Couldn’t he be carrying messages to the British garrisons there?” “Rising Hawk’s not a sneak, Livy. Besides, he could never keep big secrets. He’d turn them into stories and blab to everyone.

Don’t be shy. If you like something, speak up. Everything on the walls is for sale.’ Sandrine never stirs from her seat: Ben does all the clearing and serving, aided on this occasion by Marius. He’s twenty now – a handsome boy in a sulky, brooding way. Clothilde [Leeping – Ben and Sandrine’s daughter] is away at boarding school. I sat beside Sandrine and she indicated a dark, delicate-featured, good-looking man. She whispered, ‘Ben thinks he’s the only real talent in English painting. The only one he wants to buy.’ I asked her what his name was. Southman,4 she said. I should keep a note. Ben tells me he thinks he’ll sell the Mirós soon but not until he’s back in Paris – he’s asking huge sums. They move back to Paris at the end of the year. Ben has found new premises for a gallery. ‘The Americans are coming back,’ he says. ‘I’m going to make you a lot of money.’ [December]

The 8 Basic Headers Work Family & Kids Spouse Health & Fitness Home Money Recreation & Hobbies Prospects for the Future Work The Boss Time Management Compensation Level of interest Co-workers Chances of promotion My Job Description Subordinates Family Relationship with spouse Relationship with children Relationship with extended family Home, chores and responsibilities Recreation & hobbies Money, expenses and allowances Lifestyle and standard of living Future planes and arrangements Spouse Communication type and intensity Level of independence Sharing each other's passions Division of roles and responsibilities Our time together Our planes for our future Decision making Love & Passion Health & Fitness General health Level of fitness Healthy lifestyle Stress factors Self awareness Self improvement Level of expense on health & fitness Planning and preparing for the rest of my life Home Comfort Suitability for needs Location Community and municipal services Proximity and quality of support/activity centers (i.e. school. Medical aid etc) Rent/Mortgage Repair / renovation Emotional atmosphere Money Income from work Passive income Savings and pension funds Monthly expenses Special expenses Ability to take advantage of opportunities / fulfill dreams Financial security / resilience Financial IQ / Understanding / Independent decision making Social, Recreation & Hobbies Free time Friends and social activity Level & quality of social ties Level of spending on S, R&H Culture events (i.e. theater, fairs etc) Space & accessories required Development over time Number of interests Prospect for the future Type of occupation Ratio of work to free time Promotion & Business development (for entrepreneurs) Health & Fitness Relationships Family and Home Financial security Fulfillment of vision / dreams  Creating Lenses with Excel If you wish to use Excel radar diagrams to simulate lenses, follow these steps: Open a new Excel spreadsheet.

As we passed through the tiny community of Thargaminda, I took the rare opportunity to indulge in a hot shower at the police station, while Steve checked on road conditions. Some of the local children noticed us in town, and we were invited to make an appearance at their school. We met all fifty-one students. “You are so lucky to have such beautiful snakes out here,” Steve said. He explained how to live safely with the venomous snakes in the region, and even demonstrated first aid for snakebites. The kids were hanging on his every word. Coming back from the school, Steve suddenly slammed on the brakes, skidding over the dirt. He cursed himself. “I was going too fast,” he said. “I think I ran over a bearded dragon.” He got out of the truck, completely crestfallen, until he discovered that the lizard was alive and well, sitting poised in the middle of the road. Steve got the lizard off the road and then lay down on the dirt with it to get it on film. “What a little ripper,” he said. “Look how he pops out his beard as a defense mechanism. He’s got all those spiny scales down his back to keep predators from eating him.” Steve was face-to-face with the lizard, which was all puffed up, trying to look intimidating. He was just inches away as he spoke with passion about the little desert dweller. The lizard, though, had other ideas. He decided he was a little bit tougher than Stevo. In an instant, the lizard had launched himself straight up in the air and latched onto Steve’s face. Steve jumped back, but not before he’d been solidly bitten on the nose. “You bit me on the nose, you little brat!” I burst out laughing. Steve took the opportunity to reiterate an important lesson. Whenever an animal nails you, it’s not the animal’s fault. It’s your fault. “I was sitting nose-to-nose with the little bloke,” he said. “Of course he was going to bite me.” He held no contempt for the lizard. Meanwhile, the crew and I were still recovering. We laughed so hard tears streamed down our faces. The lizard seemed to smile himself as he ran off and skittered up a log.